The Number of Virtual Learning Environment and Their Effective

Journal of Advances in Humanities and Social Sciences JAHSS 2018, 4(2): 93-103

PRIMARY RESEARCH The number of virtual learning environment and their effective using impact on students’ information literacy Pan Xiaoyun 1*, Mao Siqi 2 1, 2 College of Liberal Arts, Wenzhou-Kean University, Zhejiang, China

Keywords Abstract Virtual learning environment This research studied the relationship between Virtual Learning Environment (VLE) and university students’ in- Information literacy formation literacy from two aspects: the number of VLE platforms’ inŭluence on students’ information literacy; the Higher education quality and quantity of sources students tend to search and use VLE required course. University students’ different Chinese traditional university information literacy levels result in varying degrees of acceptance in VLE required environments; the various VLE involved environments have some interrelationship with students. The researchers predicted that if the number of VLE platforms students could access is higher then higher information literacy level university students would Received: 16 January 2018 reach. Students’ information literacy levels could be evaluated by the quality and quantity of their sources. How- Accepted: 26 February 2018 ever, the relationships between the number of VLE platforms, students’ information literacy, and the source quality Published: 18 April 2018 and quantity are not simply pairwise correlations. The research was located in Zhejiang, China; 160 students from ŭive universities were randomly selected to participate in the study. Both questionnaires and interviews were conducted in the case study to collect relevant data. The data analysis exhibited that the number of VLE platforms accessible for students on campus has a weak positive correlation; however, students’ familiarity with a certain number of different VLE platforms is relatively more inŭluential on students’ information literacy level.

INTRODUCTION mation literacy. VLE platforms are becoming an integrated part of Chinese high education system, but the degree of compatibility in DeŮinition of Terms different universities varies. The varying number of VLE VLE platforms, the quality of VLE platforms and the source pro- VLE, which is also known as Course Management System vided by VLE platforms on campus can affect university stu- (CMS) or Learning Management System, is a system that can dents’ information literacy level. provide training information, assessment or other communication tools for people to achieve practicing or learning The Statement of Problem goals online (Hashim, Salam, & Mahfuzah Mohamad, 2017; Students in Chinese universities are required to write aca- Koroieva, 2017; Oxford University Press, 2016). In high ed- demic papers, process data, and research on curriculum re- ucation institutions, it offers students the opportunity to ac- lated topics, which demand high information literacy. The cess different learning tools or learning resources without Chinese university students who have low information lit- time or place limitation. As a set of web-based learning plat- eracy are likely to have poor academic writing performance forms, VLE is designed to make all the components of a class, because “[they] cannot locate, evaluate and effectively use such as course information, course content, teacher assis- the needed information” (Siti Fatimah, Norhaŭizah, No- tance, discussion boards, document sharing systems, and ryanti, Rozieana, & Hassan, 2015; Webber & Johnston, academic material to be more available to students (Martins 2000). However, if students have more virtual learning plat- & Kellermanns, 2004; Silva & Madushani, 2017; Suharti & forms to access to on campus, they may have higher infor- Pramono, 2016; Supratman, 2015). *corresponding author: Pan Xiaoyun †email: [email protected]

The Author(s). Published by TAF Publishing. This is an Open Access article distributed under a Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International License 2018 P. Xiaoyun, M. Siqi – The number of virtual . . . . 94

VLE platforms adopted in universities require students to and one common thing can be found, according to some have more self-efŭicacy on time management and indepen- early communication researchers did between universities, dent learning. VLE has the possibility to improve commu- among all ŭive universities is that students can access VLE nication efŭiciency and effectiveness between students and platforms on campus. VLE platforms have been an impor- teachers; furthermore, to assess as enhancement for face- tant part of their education system, but the degree of com- to-face teaching methods. Students acceptance affects sig- patibility and students’ acceptance varies from one to an- niŭicantly the extent of succeeding with VLE platforms as- other. sistance (Boonyarattanasoontorn, 2017; Martins & Keller- manns, 2004; Pengmanee, 2016; Rabahi, Yusof, & Awang, SigniŮicance of the Study 2016). For example, Blackboard and Moodle. The ŭindings of this research study will be beneŭicial to the freshmen and sophomores from the ŭive institutions stud- Information Literacy ied. The study analyses the relationship between the num- Information literacy refers to “recognize when information ber of VLE platforms used by Chinese university students is needed and have the ability to locate, evaluate, and use on campus and their information literacy level, and offers effectively the needed information” (Webber & Johnston, the possible solutions to help students improve their infor- 2000). More speciŭically in the academic ŭield, it includes mation literacy. In the ŭield of research, this study help ŭills “how to use resources such as online databases, OPAC, jour- the blank of Chinese students’ information literacy and VLE nal articles, as well as experts and authoritative bodies to platforms. obtain knowledge and achieve academic tasks” (Klomsri & Tedre, 2016). REVIEW OF RELEVANT LITERATURE Many students’ information literacy level is not adequate Background of the Study for high education source selecting and document learn- Wenzhou-Kean University is a Sino-western university ing (Britt & Aglinskas, 2002; Ngwaru, 2017). However, the founded in 2012. The relationship is established between information literacy capacity applied totechnology are be- the Wenzhou local government and Kean University in New coming sourcing can be improved by simple intervention, Jersey, which offers the university an international environ- like a tutorial that provides direct instruction on sourcing ment and American education system. Now it has 1918 stu- for author related information can bring signiŭicant change dents on campus, and 580 are sophomores. upon college students sourcing ability (Britt & Aglinskas, The University of Nottingham Ningbo is also a Sino-western 2002). university, and it is a private university. It was founded in As media and technology are becoming an integral part of 2004, and now there are around 1750 sophomores on cam- education system, the ever-increasing proportion of misin- pus. The teaching system completely follows the curricu- formation phenomenon suggests that university students lum of the University of Nottingham in England, which is should possess critical analysis and higher information lit- similar to British style. eracy. Students’ information can be built up through “prac- Wenzhou Medical University (WMU) is a traditional Chinese ticing ŭinding the most applicable information, assessing university, and it is a medical specialized university with in- media for validity, and documenting their own work appro- tegrated courses and master degree program. WMU was priately” (Judy, 2016). The relevant degrees of source to founded in 1958, and now there are 2133 sophomores on students’ initial topic and the source validly should be con- campus. sidered as essential elements (Judy, 2016). Ningbo University is a university with comprehensive disci- plinary majors which was founded in 1986. Now it has 5025 Hypothesis sophomores on campus. If sophomores in Chinese universities can access more VLE Zhejiang University City College is a traditional Chinese uni- platforms, then they tend to have higher information liter- versity. Zhejiang University and the Hangzhou government acy level. have been running this university jointly since 1999. Chi- THEORETICAL FRAMEWORK nese Ministry of Education regards it as an independent col- Choice Theory lege which can provide qualiŭied high education. Now it has According to Irvine (2015) Glasser’s choice theory consid- 2361 sophomores on campus. ers that each person desires to meet the ŭive basic psycho- All of these universities have different characteristics, logical needs: “Survival, freedom, power, belonging, and

ISSN: 2414-3111 DOI: 10.20474/jahss-4.2.4 95 J. adv. humanit. soc. sci. 2018 fun”. The “psychological survive” (Irvine, 2015) in the sur- platforms may help them meet the requirement more easily, vival need refers to safety and comfortableness. If students which can contribute to the improvement of students’ infor- can access many VLE platforms, they would have the feeling mation literacy. of owning a big database, which provides the students psy- McClelland’s acquired needs theory suggests that an indi- chological comfort. Therefore, they are willing to use the vidual’s speciŭic needs are acquired over time according VLE platforms to search needed information and improve to one’s life experiences. In virtual studying environment, their information literacy unconsciously. achieving higher academic performance by using VLE effec- Glasser also argues that the most important concepts shall tively offers students a chance to be motivated to accom- be applied in the real situation that is “the quality world” plish the academic needs. Different resources will be de- (Zeeman, 2006). Students with different information lit- termined by students’ different information literacy they eracy levels have different biological purposes; they tend gathered previously. Higher-information-literacy students to choose the resources that satisŭied their psychological tend to have more speciŭic and advanced academic needs, needs well reŭlected in VLE as well as the resources which which require better resources or other external support are understandable in their information literacy level; this (McClelland, 1961). variation could be observed both in quality and quantity. Decision theory also has an essential position in the frame- METHODOLOGY work. Type of Research Case study is chosen as the primary method in this study, Decision Theory which is deŭined as “an empirical inquiry that investigates Decision theory refers to “theory about decisions” a contemporary phenomenon within its real-life context, (Hansson, 2005). Hansson illustrates that when a decision- especially when the boundaries between the phenomenon maker makes decisions, actually he “chooses between and context are not clearly evident” (Yin, 1984); through different alternatives” (Hansson, 2005). In addition, ex- which researchers shall be able to make conclusion out of pected utility theory considers the results of the actions data collected from some typical units of an entirety. The are usually predictable, so people may choose “an action real population of this study is beyond wholly covered due that maximizes the expected value of the resulting utility” to practical reasons, so the case study is conducted to reach (Parmigiani & Inoue, 2009). Compared to search informa- an agreed-on conclusion on the research problems raised in tion from other unfamiliar platforms, students are more the research. likely to get useful information from the platforms they fre- The study is addressed in Zhejiang province, and ŭive uni- quently use. versities: Wenzhou-Kean University (WKU), WMU, Ningbo Hansson also suggests that people tend to “obtain as good University (NU), University of Nottingham Ningbo China as an outcome as possible” (Hansson, 2005); university (UNNC), and Zhejiang University City College (ZUCC) are se- students choose sources according to the standard they as- lected as student source. These ŭive universities vary differ- sume by their information literacy. Decision-making based ently in school history, population, and type which covers on a choice of value-standard in life is the subject of moral Sino-western university and traditional Chinese university. philosophy (Hansson, 2005), it is an empirical process, However, the education level of Zhejiang province might not which is closely related to students’ different information be typical enough to represent all the Chinese universities, literacy. The evaluation students made on VLE reŭlects their for the university students in less-developed regions do not different levels of information literacy. Motivation theory is have the same access possibility to VLE and less academic considered next. competency.

Motivation Theory Respondents Motivation theory is the theory of “why people think and From the ŭive universities selected for this study, 160 stu- behave as they do” (Weiler, 2005). According to Abraham dents participated in the research survey. The students who Maslow’s “hierarchy of needs”, “self-actualization” is one of participated in this study all had reached the lowest GPA 3.0. the basic needs (Weiler, 2005). After achieving the basic Age distribution shows the participants are majority 19-20 need, it will become a “motivator” (Weiler, 2005). Students years old. This design was used to control individual differ- are required to collect needed information, and they hope to ences in cognitive ability. satisfy the need of self-actualization. Accessing to more VLE Wenzhou-Kean University: 19 male and 35 female sopho-

ISSN: 2414-3111 DOI: 10.20474/jahss-4.2.4 2018 P. Xiaoyun, M. Siqi – The number of virtual . . . . 96 mores; WMU: 8 male and 22 female sophomores; Ningbo PRESENTATION AND ANALYSIS OF DATA University: 19 male and 13 female sophomores; University As mentioned in ‘Scope and Limitation’ section, in order to of Nottingham Ningbo China: 10 male and 13 female sopho- ensure the accuracy of data in this study, the data used in mores: Zhejiang University City College: 5 male and 16 fe- the analysis havw been selected according to the interviews. male sophomores. The number of VLE platforms adopted on campus is an es- Researchers asked students in Wenzhou-Kean University sential variable in the research; hence, for each university, privately to participant in the study, so the return rate is researchers left out all the data which indicate the students nearly 100%. In other universities, the research survey was in a speciŭic university who can access equal or greater than randomly given to student chatting groups with averagely 1.5 times of the interview results. The data covered in this 75 students each, which resulted in a lower return rate, section are collected from 151 participants. about 40%. According to the instruction provided by the rating-scale researchers used in the study, students’ information literacy Tools score was calculated and classiŭied into three levels: low Questionnaire (< 153), medium (204-154), and high (> 154). 99 (66%) A questionnaire includes basic information, VLE using sit- sophomores in this study are ranked in medium informa- uation and a rating scale “Information Competency As- tion literacy level, 44 (29%) sophomores are ranked in low sessment Instrument” is sent to the participants to evalu- level, and only 8 (5%) students reach the high information ate their’ information literacy level. “Information Compe- literacy level (Figure 1). Statistics for each number of VLE tency Assessment Instrument” https://goo.gl/ZS9eoc was platforms respondents can access to suggest that, the ma- explicitly designed to evaluate students’ information liter- jority (76%) sophomores can use 3 6 different VLE plat- acy level; it contains 40 statements. forms on campus; the population of sophomores who can Interview access less than 3 or more than 6 VLE platforms is respec- Interviews are conducted to collect sophomores’ VLE using tively 16% and 15%. The statistics illustrate that, generally situation and detailed information of literacy information; speaking, sophomore students in universities studied have also, the answers are used to verify the data authenticity for multiple access to VLE platforms on campus, and extremely further data selecting. limited or abundant accessing to VLE platforms is minority situation. Scope and limitations The boundary of this study is VLE in education sphere; speciŭically, undergraduate-university-level education in China. This scope includes both Sino-western University and traditional Chinese university, and has a particular ob- servation setpoint of Chinese sophomores’ information literacy. Considering students need time to adjust to VLE required course, the population is set upon sophomores in China. Hence, the scope of this research covers VLE, VLE’s application in education, and both Sino-western university and traditional university. The raw data collected from ŭield survey have some conŭlicts between the information provided by personal interviews. Due to the fact that personal interviews were conducted among students having higher willingness and credibility toward this research, researchers ŭiltered and selected the data before analysis. The number of data covered is less than the designed sample size; this brought a guarantee of FIGURE 1. Number of VLE platforms respondents access on campus data accuracy, though reduced the representativeness of the data, the amount still reached the anticipated number.

ISSN: 2414-3111 DOI: 10.20474/jahss-4.2.4 97 J. adv. humanit. soc. sci. 2018

Both students who rank in low or medium information lit- differently in the number of VLE platforms on campus. They eracy level have a similar distribution in different numbers can access 1, 2, 4, or 6 VLE platforms on campus, which of VLE platforms on campus (Figure 2). However, the peak means only low or medium students possibly can access population for low information literacy level students ap- extremely abundant VLE platforms according to this re- pears when VLE platforms number is 2. Among medium in- search. Researchers can only indicate that among the low formation literacy level students, the number is 3, and the or medium level of information literacy level Chinese stu- overall population of medium level sophomores who can dents, the number of VLE platforms they can access might access 4 to 6 VLE platforms is larger than low-level sopho- affect their information literacy level to some extent, but the mores who can access 2 VLE platforms. clear relationships between both variables cannot be concluded (Figure 3). The distribution in the two Sino-western universities is less similar to the general situation, and has more observable characteristic in the statistics. The sophomores from the University of Nottingham Ningbo China only rank in low and medium information literacy levels; though, the majority of both different levels population can access 4 or more than 4 VLE platforms on campus (Figure 4). In Wenzhou-Kean University (Figure 5), majority students rank in medium information level, and the majority of them can access 3 or 4 VLE platforms in university. The population distribution in WKU and the University of Nottingham Ningbo China is distinguished, for the statistics are central- ized; it illustrates that in Sino-western university, individual information literacy level might be affected by the VLE FIGURE 2. Information literacy level of respondents required environment, and tends to be close to the average information literacy level. Eight high information literacy level sophomores appear

FIGURE 3. VLE platform number and number of respondents with different information literacy level Figures 3, 4, 5 shows the relationship between VLE plat- platforms on campus reaches the high information literacy forms number and sophomores’ information literacy level level. The peak of VLE platforms using among medium level in three traditional Chinese universities. The population sophomores are 2 and 3, and among low-level students is distributions in Ningbo University (Figure 3) and Zhejiang 2. In Zhejiang University City College, majority medium in- University City College (Figure 6) are similar to the distribu- formation literacy level sophomores have 3 VLE platforms tion of the total population covered in the study. In Ningbo accessible on campus, and this number is 1 among low- University, 20 (64.52%) sophomores rank in medium infor- information-literacy-level sophomores. A special situation mation literacy level, and 10 (32.26%) sophomores rank can be observed in Zhejiang University City College that, re- in a low level; only one student, who can access 2 VLE gardless the information literacy level, the number of VLE

ISSN: 2414-3111 DOI: 10.20474/jahss-4.2.4 2018 P. Xiaoyun, M. Siqi – The number of virtual . . . . 98 platforms sophomores can access is between 1 to 6, but the mores who can access to 3 VLE platforms on campus are majority students only believe they can access 2 or 3 VLE the majority of both medium and low information literacy platforms. level. Two sophomores who rank in high information literacy level can both access to 4 different VLE platforms. How- ever, this distribution is not very standing out; the sophomores’ using amount of VLE platforms is near to equidis- tributional, which indicates that the individual information literacy level of WMU sophomores are close to the average level.

FIGURE 4. University of Nottingham Ningbo China

FIGURE 7. Wenzhou Medical University

FIGURE 5. Wenzhou-Kean University

FIGURE 8. Zhejiang University city college The average information literacy score for each university is in Table 1. Two Sino-western universities have higher average information literacy level, and the gap between Sino- western universities and traditional Chinese universities in- FIGURE 6. Ningbo University volved in this research is relatively large. Compared to the In another traditional Chinese university, WMU (Figure 7), data collected for VLE platforms’ number, the researchers the distribution varies differently to some extent. Sopho- tend to draw a conclusion that, the number of VLE plat-

ISSN: 2414-3111 DOI: 10.20474/jahss-4.2.4 99 J. adv. humanit. soc. sci. 2018 forms which majority students are familiar with indicates dents, averagely, have higher information literacy level with the university’s real situation of using VLE; combined with more VLE platforms access opportunity than students in the distribution of sophomores’ population accessing dif- traditional Chinese university. ferent VLE platforms’ number, Sino-western university stu-

TABLE 1. The average information literacy score University of Not- Wenzhou Medical Ningbo University Wenzhou Medical Zhejiang Univer- tingham Ningbo University University sity City College 173.1364 167.0625 149.5484 137.2333 146.85

As Figure 8 shows, the average information literacy score University of Nottingham Ningbo China usually uses Nuse- and the average number of used VLE platforms of each arch (a search tool contained in Moodle) and Google Scholar school are likely to have a positive correlation except for to search information; while another one from Wenzhou- Wenzhou Medical University. Since the effects of the num- Kean University often uses ProQuest Central. The type ber of VLE platforms on information literacy are not strong, of sources the interviewees preferred are journal articles. there might be some other factors which inŭluence students’ They pay close attention to details of the sources like the information literacy. Ten sophomores who completed the publish date, citation numbers and credibility. The inter- rating scale were interviewed. One of the interviewees has viewee who has high information level had the same ideas high, seven have medium and two have low information lit- as students with medium information literacy. Besides, she eracy level. There was some consistency among the inter- regarded good sources as objective, credible statistic in- viewees with same level of information literacy. volved and related to the topic the searcher needs. Other From the perspective of source selection, when assigned non-academic sources like forums are used as assistance to academic papers which require students to use sources, the help her acquire new directions or inspirations. According two interviewees with low-level information literacy tend to interviewees, different universities vary in VLE teaching. to use sources from the platforms which can be edited by Wenzhou-Kean University offers workshops to teach how everyone but easy to get. The typical platforms they use to use school online library and provides a related video in frequently are Zhihu and Baidu-Baike, and they stated that students’ freshmen year. Many professors teach students they have never heard about any database. Both of the in- how to search needed information in their courses. Zhe- terviewees consider they are credible websites to get infor- jiang University City College interviewees are only provided mation. In addition, the interviewees hardly consider the with real library coaching at the very beginning of their ŭirst publish date of the sources when citing them. The inter- semester. Therefore, they considered themselves weak in viewees with medium information literacy level command searching information on the Internet. There might be a re- the basic knowledge of searching, evaluating and applying lationship between the VLE teaching and students’ informa- sources. They tend to use authoritative platforms as their tion literacy. searching channels. For example, one interviewee from the

FIGURE 9. The average number of VLE platforms

ISSN: 2414-3111 DOI: 10.20474/jahss-4.2.4 2018 P. Xiaoyun, M. Siqi – The number of virtual . . . . 100

As Figure 9 reŭlects, the average number of VLE plat- Implications for freshmen and sophomores in the Ųive forms Wenzhou Medical University respondents access is universities (and all undergraduate university students the highest among ŭive universities. The two interviewees in China) from Wenzhou Medical University, both noted that they The freshmen and sophomores from studied universities only use VLE platforms to take quizzes and hand in home- need to enhance their information literacy to be more com- work, so did interviewees from Zhejiang University City petitive. Students from three traditional universities can College. The interviewees from University of Nottingham learn some speciŭic data analysis skills to improve research Ningbo China use Moodle, a VLE platform, which allows in- effectiveness (Judy, 2016). Some details should be thought teractions between students and teachers, resource shar- through, like the author’s name, publish date, source cred- ing, information searching, plagiarism examining and so on. ibility, source type, citation frequency, number of papers There might be a relationship between the function variety cited by core periodicals, citation time distribution and of VLE platforms students access to and their information difference, journal distribution, etc. Students from Sino- literacy level. western universities can explore the functions of different VLE platforms and get familiar with the VLE platforms they DISCUSSION can access. Implications for high education institutions This study has found that the number of VLE platforms High education institutions should try to set some course adopted in university has very little but non-negligible ef- or tutorial to help students, especially freshmen, to be more fects on students’ information literacy level; in other word, familiar with the VLE platforms they can access on cam- the relationship between VLE platforms and students’ infor- pus. Instructors can signiŭicantly improve students’ information literacy level has an unclear relationship, which can- mation literacy through appropriate intervention (Britt & not be speciŭically concluded and needs further research. Aglinskas, 2002). Also, the complexity and the instructions on VLE platforms usage appear to be related elements that should be covered CONCLUSION in the future research. To some extent, researchers of this study can conclude that According to the rating scale designed for testing individ- the number of VLE platforms adopted on campus can af- ual information literacy, sophomores from three traditional fect students’ information literacy; however, the relation- Chinese Universities: Ningbo University, Wenzhou Medical ship does not accord with the hypothesis created previously, University, and Zhejiang University City College, have lower more accessible VLE platforms on campus might not en- information literacy averagely; sophomores studying in two hance students’ information literacy. Sino-western universities: Wenzhou-Kean University and However, after comparing the distribution of the majority the University of Nottingham Ningbo China have higher in- participants’ accessed VLE platforms’ amount, researchers formation literacy averagely. The number of VLE platforms of this study found that the number of VLE platforms stu- adopted in each university mainly distributes from 0 to 10, dents are familiar with might have more relevant relation- but the majority participants can access to 3 to 6 differ- ships between students’ information literacy. The familiar- ent VLE platforms on campus. The situation in traditional ity, using frequently, the acceptance of a certain VLE plat- Chinese universities share the feature of the general distri- forms, VLE platform’s complexity and other elements might bution established between students’ information literacy affect students’ information literacy in a VLE required envi- level and the number of VLE platforms; that the peak among ronment. low information literacy level students usually appears in Based on interviews, the source selection tendencies of stu- 2 VLE platforms, and this number changes to 3 when it dents with different information literacy levels are differ- comes to medium information literacy level students. In ent. The students with higher information literacy level are Sino-western universities, the majority participants rank in more likely to search information on credible channels and medium information level, and a large number of VLE plat- evaluate the source quality accurately. The school coaching forms they can access are distributed on 3. of VLE platforms using and the function variety of VLE platforms may have an impact on students’ information literacy.

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LIMITATIONS AND RECOMMENDATIONS search, and have the willingness to participate carefully. The research should cover a larger population to arrive at More technology tools can be used to support the research more practical conclusions. Since the research was trying to be conducted more successfully. to ŭind the relationship between the number of VLE platforms and Chinese university students information liter- ACKNOWLEDGEMENT acy, the population should be enlarged to cover as many The researchers of this paper would like to express great provinces as possible. In the further study, an ideal sam- thankfulness to Dr. Richard J. Braxton for his encourage- ple size should successfully represent the total population, ment and expert advice throughout this difŭicult and long- and considers gender, students’ age, students’’ major, the lasting project. We would also like to thank peers in ŭive uni- academic and real environment surrounding students and versities selected in this research for their cooperation and other elements; also, all the elements shall be considered patience of participating in the surveys. We would also like as possible variable that can illustrate the relationship be- to show our gratitude to the interviewees for their devoted tween VLE and students’ information literacy. attitude and the time for helping us. We are also grateful Researchers of further study should also consider partici- to anonymous peers in Wenzhou-Kean University for their pants’ attitude toward the research as an essential point. comments on an earlier version of this paper; although any The research should be conducted in an environment where errors are our own and should not tarnish the reputations all participants are aware of the signiŭicance of this re- of these esteemed persons.

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Pengmanee, S. (2016). Developing students’ mathematical reasoning ability based on constructivist approach. Journal of Advances in Humanities and Social Sciences, 2(4), 221-231. doi:https://doi.org/10.20474/jahss-2.4.3 Rabahi, M., Yusof, H., & Awang, M. (2016). Model of hope: Leading learning among the indigenous Orang asli students. International Journal of Humanities, Arts and Social Sciences, 2(1), 1-12. doi:https://doi.org/10.6007/ijarbss/v6-i12/ 2480 Silva, H. M. S. V., & Madushani, R. A. I. (2017). The impact of human resource competencies of front line employees on tourist arrivals of unclassiŭied hotels in Western province, Sri Lanka. Journal of Advanced Research in Social Sciences and Humanities, 2(1), 09-16. doi:https://doi.org/10.26500/jarssh-02-2017-0102 Siti Fatimah, A. Z., Norhaŭizah, M. S., Noryanti, M., Rozieana, K., & Hassan, R. G. (2015). A study of students’ performance in calculus and their attitudes toward the course using tripartite model. International Journal of Humanities, Arts and Social Sciences, 1(1), 30-35. doi:https://doi.org/10.20469/ijhss.20005 Suharti, L., & Pramono, A. (2016). Cultural intelligence among indonesian students: Role of international experiences and their impact on the development of social network and adaptive performance. Journal of Advances in Humanities and Social Sciences, 2(3), 182-194. doi:https://doi.org/10.20474/jahss-2.3.6 Supratman, L. P. (2015). A case study of classroom seating arrangement to promote students’ communication and interac- tivity in Telkom university. International Journal of Humanities, Arts and Social Sciences, 1(3), 130-133. doi:https:// doi.org/10.20469/ijhss.20005-3 Webber, S., & Johnston, B. (2000). Conceptions of information literacy: New perspectives and implications. Journal of Information Science, 26(6), 381-397. doi:https://doi.org/10.1177/016555150002600602 Weiler, A. (2005). Information-seeking behavior in generation y students: Motivation, critical thinking, and learning theory. The Journal of Academic Librarianship, 31(1), 46-53. doi:https://doi.org/10.1016/j.acalib.2004.09.009 Yin, R. (1984). Case study research: Design and methods, beverly hills. California, CA: Sage Publications. Zeeman, R. D. (2006). Glasser's choice theory and purkey's invitational education allied approaches to counseling and schooling. Journal of Invitational Theory and Practice, 12, 46-51.

ISSN: 2414-3111 DOI: 10.20474/jahss-4.2.4 103 J. adv. humanit. soc. sci. 2018

APPENDIXES Interview Questions 1. What kind of VLE platforms do you use on campus? Please tell us their names and functions, and in which course(s) you use them. 2. How often do you use these VLE platforms in one course? Why? 3. Do you know how many VLE platforms you can access in your university totally? 4. Can you tell the difference of VLE platforms and usages amongst different courses or majors? 5. In which course will you use VLE platforms to gather information? 6. How do you think the information you gathered from VLE platforms? Why? (How do you determine the information you gathered from VLE platforms is high quality?) e.g. will you care about the publish date, the website credibility; do you only use search engines like Baidu or you use other tools.) 7. Can you brieŭly list the information type you gathered from VLE platforms?

Survey DIRECTIONS: This instrument is composed of 40 statements concerning feelings about ŭinding and disseminating research information. By answering the questions listed below, we will evaluate your information literacy level; try to identify the relationship between information literacy level and VLE using situation. *only sophomores are welcome to participate. 1. Your university? (Please Choose) • Wenzhou-Kean University • The University of Nottingham Ningbo • Ningbo University • Wenzhou Medical University • Zhejiang University City College

2. Your age? (Please choose) • 16 • 17 • 18 • 19 • 20 • 21 • 22 • Above 22 3. Your gender? • Male • Female 4.Your major? 5. The number of VLE platforms you use on campus? (E-learning systems, or VLEs, is a web-based communications platform, which offers students the opportunity to access different learning tools or learning resources without time or place limitation. It is designed to make all the component of a class, such as course information, course content, teacher assistance, discussion boards, document sharing systems, and academic material be more available to students (Martins & Kellermanns, 2004). It has the potential to enhance the inŭluence of face-to-face teaching (in class), and it might bring effectiveness of communication, which is among students and teachers.) 6. The rating scale “Information Competency Assessment Instrument” retrieved from http://goo.gl/mSXJsb 1 & 4 & 7 Strongly agree & neither agree & disagree—strongly agree

ISSN: 2414-3111 DOI: 10.20474/jahss-4.2.4